Abstract:

In the domain of initial teacher education, a strong connection between theoretical knowledge and teaching practice is widely recognized as crucial for developing pre-service teachers' ability to apply didactic principles effectively in their classrooms. However, traditional teacher preparation programs often limit pre-service teachers' hands-on teaching experience to their second year, leaving a gap between their theoretical understanding and practical application. To address this challenge, this study demonstrates the potential of video-recorded and structured classroom observation to bridge this gap during the first year of the master's program.

Marsh and Mitchell (2014) highlight several benefits associated with video-based classroom observation. Recorded lessons allow for meticulous analysis of details that may go unnoticed during synchronous observation. Repeated viewings and selective playback enable pre-service teachers to focus on specific aspects of the teaching process, enhancing their understanding of classroom dynamics and instructional strategies. Marsh and Mitchell (2014) further argue that asynchronous observation of lessons offers greater flexibility and control, making it a more suitable approach for initial teacher training.

Classroom observation in this study is guided by a structured observation form, strategically divided into relevant pedagogical-didactic domains. This structured approach serves to direct pre-service teachers' attention to critical aspects of teaching, ensuring a focus on key pedagogical principles and practices. By carefully observing experienced teachers, pre-service teachers can develop their analytical and reflective capacities, gaining insights into the different dimensions of English language lessons. Additionally, they can familiarize themselves with effective lesson planning strategies and didactic proposals, enhancing their ability to design and implement engaging and effective instruction.

This study then demonstrates the power of technology to foster the development of pre-service teachers' analytical, reflective, and instructional skills, ultimately preparing them for effective teaching in their own classrooms.

Keywords:

Teacher education, video-recording, educational technology.